SOCIAL WORK AND HUMAN SERVICES Field Education Manual

SOCIAL WORK AND HUMAN SERVICES

Field Education Manual

University of South Australia

School of Psychology, Social Work and Social Policy

St Bernards Road, Magill, South Australia 5072

GPO Box 2471, Adelaide, South Australia 5001

Phone: (08) 8302 4146

[email protected]

Acknowledging the considerable work of Cécile Dutreix

Updated May 2018

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Table of Contents

SECTION 1 – INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES

FIELD EDUCATION

1.1 Field Education at the University of South Australia 5

1.2 What is Field Education? 5

1.3 Requirements prior to enrolling in Field Education 5

1.3.1 Inherent requirement and reasonable adjustments 5

1.3.2 Total hours of placement 6

1.3.3 Criminal records 6

1.3.4 Most field placements require students to drive 6

1.3.5 Professional Communication 6

1.4 Field education placement topics, pre-requisites & co-requisites 7

1.4.1 Prerequisites for Field Education 7

1.5 Australian Association of Social Work (AASW) 8

1.6 Australian Community Workers Association (ACWA) 8

1.7 Overview of Field Education in each Programme 9

1.8 Organisational Learning 9

SECTION 2: FIELD EDUCATION STAFF 10

2.1 Field Education Team 10

SECTION 3: FIELD EDUCATION ROLES AND RESPONSIBILITIES 10

3.1 Students 11

3.2 Field educators (FE) 11

3.3 External Field Educators (EFE) 12

3.4 Field Education Coordinators/Field Education Tutors (FEC/FET) 13

SECTION 4: ORGANISING A FIELD PLACEMENT 13

4.1 Stages of pre-placement planning and placement allocation 13

4.2 Communication during the placement allocation process 15

4.3 Placement allocation criteria 15

4.4 Student preferences for placement 16

4.5 Students organising their own placements 16

4.6 Placement offers 16

4.7 Placement variations 17

4.7.1 Early, or late, start of the placement 18

4.8 National Criminal History Record Check and Screening Assessments 18

4.9 Adverse Certificates and suitability for a specific placement 19

4.10 Child Safe Environments (CSE) Training: 20

4.11 International Social Work Placements 20

4.12 Interstate Placements 20

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.13 Rural and Remote Placements

4.14 Place of Work Placements

4.15 Recognition of Prior Learning (RPL)

4.16 Pass/fail decision during pre-placement

4.17 Pre-placement and placement requirements summary

4.18 Students are required to complete the following to start placement

SECTION 5: POLICIES RELATING TO FIELD PLACEMENT

5.1 Students with Disabilities

5.2 Insurance

5.2.1 If an Incident Occurs

5.2.2 Students Extending their Placement

5.2.3 Insurance Claims

5.2.4 Place of Work/ Paid Placement

5.3 Work Health, Safety and Welfare

5.4 Work Health and Safety Policies

Section 6: TUTORIALS AND ASSESSMENT

6.1 Field Education Tutorials and Action Learning Sets (ALS)

6.1.1 Social Work Programs

6.1.2 Social Sciences Programs

6.1.3 Travel time to Tutorials

6.1.4 How is Learning Monitored?

SECTION 7: RESOLVING DIFFICULTIES DURING A FIELD PLACEMENT 35

7.1 Steps to resolve difficulties 35

7.2 Outcomes from the resolution process 36

7.3 Placement contracts 37

7.4 Harassment and discrimination 37

SECTION 8: PLACEMENT BREAKDOWN TERMINATION AND FAIL 37

8.1 Placement Breakdown 37

8.2 Failing Students 38

8.3 Student initiated placement termination 38

8.4 Agency and/or FEC/FET initiated placement termination 38

8.5 Credit procedures for placements terminated prematurely 38

8.6 Implication of termination on student enrolment status and grades 39

8.7 Student Appeal process 39

8.8 Information provided to an agency following a placement termination 39

SECTION 9: OTHER POLICIES RELATING TO FIELD PLACEMENT 40

9.1 Attendance requirements 40

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9.2 Sick leave arrangements 40

9.3 Supervision on placement 41

9.4 Placement Fares and Expenses 41

9.5 Assessment Policies and Procedures 41

9.6 Professional Conduct 41

9.7 Student Fitness for Placement 41

SECTION 10: GOVERNMENT LEGISLATION, AASW AND ACWA POLICIES 43

SECTION 11: FREQUENTLY ASKED QUESTIONS 44

SECTION 12: GLOSSARY OF TERMS 44

REFERENCES 46

APPENDIX - Placement Contract Form and Placement Termination Report 48

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SECTION 1: INTRODUCTION TO SOCIAL WORK AND HUMAN

SERVICES FIELD EDUCATION

This handbook is designed to guide all those involved in the field placement process and to

facilitate student learning. It is intended as a comprehensive reference for students, agency and

external supervisors and the relevant staff in the School of Psychology, Social Work and Social

Policy at the University of South Australia (UniSA). This handbook is to be read in conjunction

with the relevant course outline.

1.1 Field Education at the University of South Australia

Students undertake their first field education placement at UniSA after their first semester of

study for Master of Social Work students, after the second year courses for students

undertaking the Bachelor of Social Science (Human Services) and the Bachelor of Social Work

and after the third year courses for the double degrees offered at the university. Field education

occurs at this point in curricula so that students are equipped with the theoretical knowledge to

underpin their emerging professional practice. Students undertake their second and final

placement in the last semester of their study.

UniSA has a strong history of placing its social work and human services students in a variety

of organisational settings. There is a well-established international placements program that

includes formal relationships with universities in India, Canada, Sweden and Norway. We offer

support to students in placement as well as to their field educators/supervisors. Students are

supported through tutorials, external supervision (if required) and the appointment of a

designated tutor who works directly with students to understand and plan for their learning

needs.

1.2 What is Field Education?

Learning in field education occurs through experiential processes in an organisational context.

Field education is a defined period of time in which students are expected to practise their

professional skills outside of the university. Students are supported in their learning through

the appointment of a field educator at the placement organisation. In line with the limitations

and remit of the organisation, the placement is structured to meet university requirements. Field

education requires the same skills as other academic courses such as engagement in reading,

listening, note taking and other traditional study methods. Field education enables students to

engage in professional and interpersonal relationships with clients, colleagues and other

organisations. Field education is the place where theory and practice come together, and to

assist in this process, the university requires students to participate in the organisational

learning tasks whilst engaging in university-based tutorials, reflexive exercises and

supervision.

1.3 Requirements for field education

Before you enrol in field education

1.3.1 The term reasonable adjustment applies to adjustments made by the university, for

students with a Disability Access Plan (DAP), while students are on campus, and adjustments

by agencies to accommodate the learning needs of students while on placement. Agencies make

the decision about their ability to make these adjustments. Early assessment of reasonable

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adjustments increases the likelihood of students being advised of whether adjustments can be

accommodated. UniSA can also provide equipment and assistance if the student has a DAP.

1.3.2 Total hours of placement

Social work students must complete two 500 hour placements. Social Science students

complete two placements of 280 hours each.

Students need to be aware of the time commitment required to complete field education

placements. The Australian Social Work Education Standards (ASWEAS) stipulate that social

work placements are undertaken with no breaks except in extenuating circumstances (see 4.7).

Child care and work commitments are not regarded as extenuating circumstances.

All placements commence the week that the semester commences. In extenuating

circumstances (see 4.7.1) placements may commence up to 2 weeks earlier or later with

approval from the Manager Field Education.

1.3.3 Criminal records

Students with a criminal record may not be able to undertake a field placement and therefore

complete their degree.

The social work and human services profession requires high levels of integrity and honesty as

outlined in the AASW and ACWA Code of Ethics. Students must have shown a current

National Police Certificate to Field Education staff and must also obtain a National Criminal

History Record Check and Screening Assessments processed through the SA Department for

Communities and Social Inclusion (DCSI), see section 4 of this manual and Field Education

Information Site. Students with a criminal history may not be able to undertake a placement

or complete their degree. This will depend on the nature of the criminal history and timing of

last offence. Students must provide their National Police Certificate and DCSI clearances to

the placement agency at their interview. It is unlikely that students who have committed crimes

of violence (including those against children) and/or deception (such as fraud or

embezzlement) will be accepted by agencies offering field placements. Without successful

completion of field placements, students will not be able to graduate as social workers.

1.3.4 Most field placements require students to drive

This requirement is set by the agency not the university. It is advised that students have their

driver’s licence and continual access to a motor vehicle, to drive to and from placement as

public transport can be very time-consuming, before undertaking Field Education because lack

of a driver’s licence will severely limit placement opportunities. Most agencies that employ

social workers require employees to have their driver’s licence.

1.3.5 Professional Communication

Students are expected to communicate in appropriate ways while on placement.

Communication includes verbal and written skills. For example, organisations expect that

students are able to learn to write case notes, assessments, reports and other documents using

appropriate professional language, summarising and analysis skills. Organisations also expect

students to be able to verbally communicate effectively with clients, colleagues, stakeholders

and other organisations.

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Professional communication is also expected when you communicate with all university staff.

Verbal and written communication should be respectful, appropriate and professional.

Disrespectful verbal or written communication is not acceptable and may contravene the

AASW or ACWA code of ethics and/or the UniSA Student Code of Conduct. This will incur

consequences that may affect your enrolment, placement or final grade.

If you believe that your communication skills require further work, there are books and support

services within the university which can help you develop these. Please discuss your needs

with your tutor, a Field Education Coordinator (FEC) or the Student Engagement Unit.

1.4 Field education placement topics, pre-requisites & co-requisites

1.4.1 Pre-requisites for Field Education

Here is a summary of the academic prerequisites for Field Education for each degree:

Bachelor of Social Work (and Honours): Field Education 1 (SP2)

Completion of all first and second year courses

Bachelor of Social Work (and Honours): Field Education 2 (SP5)

Completion of all first, second, third year and fourth year first semester courses

Master of Social Work: Practicum 1 (SP 5)

Completion of all four Study Period 2 courses

Master of Social Work: Practicum 2 (SP5)

Completion of all courses in the Master of Social Work except WELF 5103 Leadership in

Social Work (co-requisite)

Bachelor of Social Sciences (Human Services): Field Placement A (SP2)

Completion of all first and second year courses

Bachelor of Social Sciences (Human Services): Field Placement B (SP5)

Completion of all first and second year courses and Field Education A, by the end of study

period 2

Double degrees – Social Work and Social Sciences: first placement

Completion of all first, second and third year SW or SS courses

Double degrees – Social Work and Social Sciences: second placement

Completion of all first, second, third and fourth year SW or SS courses

1.4.2 Other pre-requisites for Field Education

To be eligible to undertake field placement all students must complete Child Safe

Environments Training, and for those undertaking a placement with the Department for

Education and Child Development (DECD), Responding to Abuse and Neglect (RAN)

training. Students undertaking a placement with the Department of Health are required to have

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certain immunisations. Some placements have their own particular requirements. Students will

be advised of any relevant requirements for placement.

1.5 Australian Association of Social Work (AASW)

The AASW is the professional organisation for social workers in Australia. It is also the

organisation that accredits social work programs including the Master of Social Work

Qualifying (MMSK) and Bachelor of Social Work. To maintain our accreditation and ensure

graduates are eligible for membership of the AASW, our field education program must comply

with the Australian Social Work Education and Accreditation Standards (ASWEAS, 2012).

The AASW encourages individual social work programs to achieve high standards of

excellence. The AASW Practice Standards for Social Workers (2013) and Code of Ethics

(2010) reflect the minimum requirements for social work education. All documents are

available at http://www.aasw.asn.au/publications/ethics-and-standards.

AASW Requirements for Field Education

The key requirements are as follows:

 Developmental – placements must demonstrate a developmental approach to learning

and must differentiate between first and final placement

 Duration – a minimum of 500 hours for each placement (a minimum of 1000 hours

overall) (just over 70 days, based on a standard 7 hour working day)

 Intensity – 3, 4, or 5 days a week in placement

 Variety of experience – two different placements in at least two different fields of

practice and organisations, with different client groups

 Supervision – provided by an appropriately qualified and experienced field educator

with formal supervision 1½ hours per five days in placement

 Quality – all placements meet the educational requirements of the field education

program

1.6 Australian Community Workers Association (ACWA)

ACWA is the national body for community work practitioners (Human Services Workers) in

Australia. ACWA's role is to support community workers in every sphere of their work. ACWA

promotes the profession of community work as a rewarding career and sets standards and a

code of ethics as a guide for exemplary practice. ACWA has been instrumental in establishing

formalised training for human services workers and is recognised nationally as the appropriate

body for accrediting community services courses.

ACWA Requirements for Field Education

 Be for a minimum of 400 hours duration in two separate placements

 Not be less than 140 hours in duration in any one fieldwork placement

 Occur at least one term apart to ensure that appropriate classroom instruction occurs to

facilitate adequate integration of learning and practical experience

 Occur during normal agency hours when agency staff are present

 Not require a student to work more than eight placement hours per day

 Occur for a minimum of two full days per week

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 Vary significantly, in context and role, between each placement (that is, students should

not undertake similar tasks or be engaged with similar clients)

1.7 Overview of Field Education in each Programme

1.7.1 Bachelor of Social Work

Students undertake two placements as part of their study program. The first is in their third (or

fourth for double degree students) year in study period 2 (February – July). This placement is

500 hours long (approx. 13.3 weeks fulltime). The second placement is in their final year and

is in study period 5 (July – December). This placement is 500 hours long (approx.13.3 weeks

fulltime). All placements commence the week that the semester commences.

Students may undertake the placement part time which means they can do between 3-5 days a

week.

Students are required to attend a compulsory fortnightly tutorial for both placements.

1.7.2 Master of Social Work

Students undertake two placements as part of their study program. Both of these are undertaken

in study period 5 (July - December). The placements are 500 hours long (13.3 weeks fulltime).

Students may undertake the placement part time which means they can do between 3-5 days a

week.

Students are required to attend a compulsory fortnightly tutorial for both placements.

1.7.3 Bachelor of Social Science (Human Services)

Students undertake two placements in their final year of study,

In Study Period 2 (Late February – June) and Study Period 5 (Late July – November).

Students generally undertake the placement 2-3 days per week; however, some students will

undertake this placement over more days per week but will negotiate this with the agency on

an individual basis to best meet the needs of both parties.

Field Placement A and B have compulsory scheduled tutorials included as a required

component for successful completion of the course. The scheduling of these tutorials varies

between courses.

1.8 Organisational Learning

Students engaging in field education are embedded within an organisational context. They are

both representing the university as well as the organisation in their interactions with clients,

colleagues and other organisations. The breadth of variety between organisations in which

social work/human service students are placed is vast. Students may be placed in private, non-

government and government organisations. In general, students will be working with one or a

combination of: individuals, groups, communities, societies, globally. Students will work with

these either in person, via direct practice or through policy, research and project work.

Organisational settings include those organisations in South Australia as well as those outside

Australia such as those offered through international placements. Potential client groups

students may work with include, but are not limited to the following:

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 Children and families

 People with disabilities

 People with mental illnesses and mental health issues

 Older people

 Culturally and linguistically diverse individuals and communities

 People living in poverty

 Young people

 People experiencing domestic violence

 People with offending behaviours

 Young people in schools and other learning options

 People in health settings

 Any of the above groups through research, project or policy

Field Education is a core component of the social work and social science degrees. When

students enrol in the social work or social science program it is expected that they will plan for

the time they will spend in Field Education as this is a non-negotiable requirement.

2 SECTION 2: FIELD EDUCATION STAFF

2.1 Field Education Team

Our team is made up of various staff that all have key roles which assist in supporting students’

learning during their field education experience. The team is comprised of:

 Manager Field Education – oversees the management of the field education unit.

 Course Coordinator for each field education subject – responsible for the management

and curriculum content of a specific field education course.

 Field Education Coordinators (FEC) - are social workers with at least 5 years post

graduate experience who provide placement matching, student and agency liaison,

tutorials and student assessment.

 Tutors - are social workers with at least 5 years post graduate experience who provide

student and agency liaison, Action Learning Sets (tutorials) and student assessment.

 External Field Educators - are social workers with at least 5 years post graduate

experience who provide external supervision to students who are placed in an agency

where there are no qualified social workers employed or available to provide

supervision.

 The Placement Services and Support Team (PSST) - undertakes administrative tasks

associated with Field Education.

3 SECTION 3: FIELD EDUCATION ROLES AND RESPONSIBILITIES

Field Education involves a partnership of the field and the University in the teaching, learning

and assessment of students on placement. The key elements in this partnership are the student,

the agency, the field educator, external supervisor and the field education coordinator/tutor.

The responsibilities of the key parties involved in the process of field education are listed

below.

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3.1 Students

Students have responsibility for the following:

 Taking responsibility for preparing the Learning Plan through discussion with their

field educator and field education coordinator/tutor

 Establishing a supervision schedule and preparing for and participating in supervision

with the field educator and the external supervisor (if required)

 Completing agreed work within timelines and meeting commitments and appointments

 Advising the field educator or tutor if opportunities for reaching placement objectives

are not being provided as agreed

 Taking personal responsibility for their own learning

 Reading and complying with relevant AASW or ACWA policy, this manual, university

policy and guidelines and government legislation (e.g. Privacy, Work Health and

Safety, Equal Opportunity)

 Adhering to agency Codes of Conduct or guidelines, professional ethics and behaving

in a professional manner at all times

 Participating in the assessment process and report preparation

3.2 Field educators

Field educators are either social workers or individuals with professional backgrounds in the

human services employed by agencies to administer, deliver or develop social welfare, health

or education programs. They volunteer to supervise students who are on placement.

Where agencies do not have a qualified onsite social work field educator who has two years

post qualification experience, and is supervising a social work student, the University will

appoint an external supervisor to provide additional professional social work supervision. In

these circumstances the agency field educator will still take a primary role in supervising the

student’s activities and learning on a day to day basis and will contribute to assessment

meetings.

Field educators have responsibility for the following areas:

 Pre-placement arrangements:

 Ensuring that management and staff within the office agree to the student placement

 Ensuring the student has appropriate office accommodation and access to a computer

during placement.

 Orientation and induction:

 Preparing an orientation program including agency policies on confidentiality, privacy

and work health and safety

 Ensuring student safety both with respect to the place of work and the type of client the

student is asked to work with. Students must adhere to WH&S legislation and any

agency procedures and guidelines

 Setting a supervision schedule and clarifying expectations.

 Learning and development:

 Identifying potential learning opportunities and working with the student to assist with

the development of a Learning Plan

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 Focusing the learning on the needs of students, with the level of student ability rather

than the agency or client setting the pace of practice

 Assisting the student to identify concepts and integrate theory into practice (onsite

social work field educator or external supervisor)

 Facilitating the development of values, knowledge and skill through a process spanning

elementary and complex work

 Ensuring opportunities are provided to the student for meeting their university

requirements

 Supervision:

o Supervision must be arranged and adhered to, with the student and field

educator both taking responsibility for the agenda and raising issues relating to

the student’s progress.

o Social work field educators must be able to provide a minimum of 1.5 hours

formal and informal supervision per student for each 35 hours of placement. At

a minimum, half of this supervision must be provided on a one-to-one basis.

 Field educators who are not social work qualified but have a SW or SS student are still

expected to provide one hour of formal and informal supervision per 35 hours.

 Monitoring student progress:

o Providing timely constructive feedback to students about issues of concern

o Ensuring that the tutor is alerted to any concerns at the earliest possible time in

relation to the student’s practice performance, behaviour or ethical conduct on

placement.

 Assessment:

o Ensuring that assessment is based on specified observable evidence and criteria.

Assessment is a process which occurs throughout the placement with clear,

prompt, relevant feedback

o Preparing written comments on a student’s mid and end placement assessment

report in time to send to the tutor five working days prior to the mid and end

placement meeting and participating in the mid-placement meeting only.

o In writing this report, field educators will draw on direct observation of the

student’s work, material gathered during supervision, written material, the

student’s learning agreement, comments made by others and, where

appropriate, clients.

o If other staff contribute to the final report, then this should

be made clear to the

student at the beginning of placement

 At the end of the placement the field educator/s make a recommendation on whether or

not they believe the student has achieved the required learning outcomes.

 The tutor will review the student’s work, complete the report and make a final

recommendation on learning outcomes achieved and the final grade.

3.3 External Field Educators (EFE)

The student and their allocated external supervisor will be provided with details for contacting

each other.

While supervision has a supportive function, it is not a therapeutic relationship. Where

necessary, the student should be encouraged to seek further assistance from the University’s

Student Engagement Unit.

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External field educators have responsibility for the following areas:

 Pre-placement arrangements:

o Making initial contact with the students allocated to set up supervision sessions.

o Formal supervision:

o Ensuring supervision arrangements are adhered to, with the student and external

supervisor both taking responsibility for the agenda and raising issues relating

to the student’s progress

Monitoring student progress:

o Ensuring that the tutor is alerted to any concerns in relation to the student’s

practice performance, behaviour or ethical conduct on placement.

Learning and development:

o Assisting the student to link social work theory and practice and to practice with

reflexivity

o Facilitating their acquisition of a professional social work identity

o Assisting the student to navigate through systems and relationships in the

placement

o Supporting them in becoming more self-aware and insightful, and coping with

the usual stresses and anxieties that placements might provoke.

Assessment:

o Working with the agency field educator and the tutor in assessing the student

where necessary

o Writing a brief report for mid and end placement

3.4 Tutors

Tutors have responsibility for the following areas:

 Facilitating tutorials to assist in linking theory and practice and enabling mutual support

 Supporting the student to achieve the required learning outcomes.

 Ensuring availability for consultation and support to the student

 Responding to student problems

 Attending and evaluating mid-placement and end of placement student performance

together with the student and field educator

 Making a final recommendation of pass or fail grade to the Course Coordinator.

SECTION 4: ORGANISING A FIELD PLACEMENT

4.1 Stages of pre-placement planning and placement allocation

Organising placements is a complex and lengthy process and commences approximately 4-6

months before students commence their placements. Pre-placement planning has a number of

key stages involving communication with students and agencies offering placements. To

facilitate timely matching of students to placements students are required to complete the

following actions:

 Ensure that ALL pre-requisite courses will be met prior to finalising your field

placement enrolment.

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 Complete all the pre-planning steps which will be emailed to you and follow all

required steps

This will include:

 Filling in and returning a pre-planning placement form, including your preferences, a

copy of your current resume and a copy of your Access Plan if applicable

 Apply to the Department of Communities and Social Inclusion for a National Criminal

History Screening Assessment (see Field Education Information Site for students)

 Apply for a SAPOL National Police Certificate

 Book into a Child Safe Environment training session if you do not have a current

certificate -valid for 3 years. (see Field Education Information Site for students)

Students undertaking placement will have the opportunity to meet with a FEC if they have a

Disability Access Plan or special and extenuating circumstances which need to be discussed

prior to placement. Once the placement has commenced the key and first point of contact for

students is their tutor. The tutor facilitates fortnightly tutorials, visits students on placement,

provides assessment and interviews students at the conclusion of their placement.

Once a placement allocation has been made students are required to undertake the following

before a placement can be confirmed and the placement can commence:

 Contact the agency to arrange an interview within three days of receiving an email

advising of a placement offer

 Prepare for the interview and present in a professional manner

 If the student is successful at the interview and the placement allocation is confirmed,

return a completed and signed Student Placement Agreement and Insurance Form

‘immediately. *You cannot commence your placement without returning these forms*

 If the placement allocation is not confirmed, please advise PSW-

[email protected] immediately.

Student fitness/readiness for placement

A student who cannot demonstrate fitness to undertake the placement or who refuses to

undertake a required check or make a self-declaration may be refused placement.

Where there is a pre-existing medical or other condition such that the ability to practice may

be impaired, the student will discuss the issues with a FEC so that where possible reasonable

accommodations, an access plan or a modified placement that will meet the learning outcomes

of the topic can be arranged. This must be within the terms of the Policy on Students with

Disabilities, the requirements of the AASW and ACWA. The student may wish to discuss the

issues with a Disability Services Advisor in the first instance.

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Suitability, fitness and misconduct

Where the Field Education Unit are concerned about a student’s readiness for placement the

FEC will discuss the concern with the student.

The Field Education Unit will adhere to all university policies. Policies relating to placements

include:

 General requirements (policy 4.1)

 Medical fitness and clinical placements (policy 4.2)

 Suitability for practice-based learning activities (policy 4.3)

 Suitability Advisory Panel (policy 4.4)

 Unsatisfactory performance in a practice-based learning activity (policy 4.5)

 Misconduct during a practice-based learning activity (policy 4.6)

4.2 Communication during the placement allocation process

 All email communication to students is to their UniSA email account

 Agency and student communications to Field education should be addressed to

[email protected] unless they are responding to a prior email from

an individual in the Field Education team

 It is a student’s responsibility to check their university email regularly in order to be

updated on the placement allocation process, meet their responsibilities in a timely

manner and to complete required tasks in the set time frame

 Failure to do so may result in the loss of placement opportunities

 If the steps are not adhered to – you will need to make an application for an extension

to the pre-placement planning process

 An extension may be granted on medical, compassionate grounds or special

circumstances

4.3 Placement allocation criteria

The placement allocation process seeks to match students’ learning needs and respond to

practical circumstances whenever possible. The requirement to meet AASW standards guides

the selection of an appropriate placement for each student. Allocation focuses on students’

learning requirements, AASW and ACWA requirements and specific students’ needs,

not career aspirations.

There are several elements that are taken into consideration in matching a student to a host

organisation; these include:

 Whether it is the student’s first or final placement

 At least one placement must be in direct practice

 Previous experience

 Student’s place of residence

 Individual circumstances (e.g. possession of a driver’s licence, need to use public

transport, ability and disability, health issues and language proficiency)

 If there is a requirement for an AASW approved field educator

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 Individual student’s learning needs

 Needs and location of host organisations

The placement allocation process is coordinated by the Field Education team. Updates about

the placement allocation process will be emailed to your university email. If students have a

particular concern or query about their placement allocation they should direct their query to

the Field Education Team via [email protected].

4.4 Student preferences for placement

Because of the number of students going on field placement every semester, it is impossible to

satisfy every student’s placement preferences. Australian entry-level professional social work

education is generalist, involving core and common knowledge, skills and values which can be

applied across practice settings, fields of practice and methods of social work practice. Field

Education is an opportunity to practice skills and implement and increase knowledge relevant

to a generalist degree and the individual student’s ability.

4.5 Students organising their own placements

Students may not organise their own placement. Students must not contact agencies to

negotiate placement for themselves. If a student becomes aware of a possible placement, the

details must be communicated via email PSW-fieldeducation@unisa.edu.au with details of the

potential placement. The student must have no expectation that they will be allocated that

placement. Students will be advised by email whether the placement has been approved or not

and the reasons for this. Where the proposed agency is an agency that is already used by UniSA

then it is unlikely that the request will be granted.

The reason for this rule is to ensure equity amongst students and to comply with human

services sector requests about not being contacted by individual students. There is a large

number of students to place and multiple requirements to consider. When an individual student

makes a private arrangement with an agency they are unfairly removing one placement from

the available pool of placements.

4.6 Placement offers

There are occasions when a student attends an agency interview and the placement allocation

is not confirmed. The reasons for this vary and include the student not being considered a good

fit for the agency. Students must not refuse a placement offer without first discussing this with

the Field Education team via PS[email protected]. Students refusing their first

offer (without FEC approval for significant extenuating circumstances; not travel time or

preference) will only be considered for a placement rematch after other students have received

their first placement offer and after they have attended a FEC interview. Students who refuse

their allocation will incur the natural consequence that there may be no placements left on offer

or the placements available are not as closely matched to the student’s requirements, e.g. the

student may have to accept a greater distance to travel than is usually expected.

Students whose behaviour at the agency interview results in a rejection by the agency for the

following reasons will be considered a student refusal:

 The student did not present in a professional manner

 The student was not adequately prepared for the interview

 The student did not attend the interview (without prior notification)

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 The student stated/inferred to the interviewer that the placement did not suit their

personal needs

 The student stated to the interviewer that they wished to undertake roles they knew the

organisation could not fulfil

 The student stated to the interviewer that they did not wish to be placed with the

organisation

 The student stated to the interviewer that they did not know why they had been allocated

to this agency

Agency interviewers will be requested to provide feedback as to the reasons why they have

rejected a student placement. This will aid in better matching students to agencies and

determining if it should be deemed a student refusal.

4.7 Placement variations

The AASW, ACWA and UniSA require that placements must be structured in a way that is

educationally viable (so that educational goals can be achieved). Patterns of placement days

for social work may vary from five days per week, to a minimum of three days per week.

Placements that are two days per week may be considered if the Field Education Unit

determines that extenuating circumstances apply. Social Science placements must occur for a

minimum of 2 full days per week but usually 3 days per week.

Guidelines for considering extenuating circumstances:

 On occasions, a student may request flexibility regarding the requirement that

placements are a minimum of three days per week on the grounds of extenuating

circumstances.

 Extenuating circumstances only pertain to those with a disability in which the

requirement for a three day week is likely to lead to more impaired health or is simply

untenable due to the nature of the disability.

The following is an example of circumstances which may be considered extenuating:

 Serious health issue, illness or disability which impacts on the student’s capacity to

attend placements for at least three full time days. An appropriate medical certificate or

other assessments may be requested by the Field Education Unit when considering such

requests.

The following are some examples of circumstances which would NOT be considered

extenuating:

 Other work commitments

 Family commitments

 Holidays / moving house

 Changing jobs

 Financial costs

 Minor health matters

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The onus is on the student to demonstrate their extenuating circumstances and to provide

appropriate evidence and/or supporting documentation upon request of the Field Education

Unit.

4.7.1 Early, or late, start of the placement

Early, or late, start of the placement, outside of the usual semester timetable may be considered

for exceptional circumstances but, not more than two weeks. Written Manager Field Education

approval is required. Early or late commencement of placement will still require the student’s

attendance at all the tutorials.

4.8 National Criminal History Record Check and Screening Assessments

All students of the School of Psychology, Social Work and Social Policy who attend

placements are required to have Department for Communities and Social Inclusion (DCSI)

National Criminal History Record Check and Screening Assessments. This includes incoming

international and exchange students and outgoing exchange students. Students will be required

to apply and have three screening checks for a) Child-related, b) Aged care sector and c)

Disability services.

These requirements will change from time to time as legislation and policy changes.

DCSI screening applications must be commenced by an organisation and completed by the

individual applicant. The PSST are registered to complete the initiation process for placement

students. Screenings will be initiated for all first placement students directly from enrolments.

Second placement students requiring screenings will need to contact the PSST at psw-

[email protected] to request initiation.

After the screening process has been initiated students will receive, to their student email

account, an automated email from DCSI titled ‘New Screening Application – Please

Complete’. This is the activation email required to formally start the screening process. Please

ensure the application process as outlined by the DCSI is followed. Once initiated all screening

queries need to be directed to the DCSI Screening Unit.

The DCSI Screening Unit will email the PSST the clearance outcome for screenings initiated

by the PSST. Students are asked to check the 'Condition Evidence' section via myPlacement

AFTER they receive their clearance documents in the post to ensure that their clearance details

have been entered.

No other police check or screening documents can be substituted for this.

Students who do not obtain the above DCSI National Criminal History Record Check

and Screening Assessments will not be offered a placement.

If students are concerned about their criminal history, they are advised to discuss this directly

with the DCSI. The Field Education office has no influence or authority during this process.

If students have preliminary queries or concerns, the student can contact psw-

[email protected] to request a confidential meeting with a FEC.

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 Currency of DCSI National Criminal History Record Check and Screening Assessment

Currently these checks have a 3 year validity from the date of release. This may change

from time to time.

Increasingly, organisations undertake additional screening checks to those required by UniSA.

Organisations will seek students’ permission to undertake these checks however in some

organisations clear outcomes of such checks are a prerequisite for placement.

This information may change without notice, please refer to the Field Education Information

Site regarding current requirements.

4.9 SAPOL National Police Record Check

All students of the School of Psychology, Social Work and Social Policy who attend

placements are required to have a SAPOL National Police Record Check. This includes

incoming international and exchange students and outgoing exchange students. A SAPOL

National Police Record Check will notify the Field Education Team of any disclosable

outcomes that may be on your record.

To apply for a SAPOL National Police Record Check the student will need to download the

application form and follow the how to apply instructions from:

https://www.police.sa.gov.au/services-and-events/apply-for-a-police-record-check.

Once the certificate is received it must be emailed to [email protected].

Students who provide a SAPOL National Police Record Check containing listed Disclosable

Outcomes will be provided a Consent and Authority to Release Police Certificate form. This is

to be completed and returned to the PSST. This allows the Field Education Team to provide

the Police Certificate to external placement organisations when deemed necessary. If the

student does not agree to this disclosure they will not be able to be allocated to a placement,

see 4.10.

Currency of a SAPOL National Police Record Check is 1 year from the determination date. It

will need to be valid for the entirety of the student placement.

4.10 Adverse Certificates and suitability for a specific placement

Students who think that they have experienced events in their lives which may be highlighted

through DCSI National Criminal History Record Check and Screening Assessments or SAPOL

National Police Record Checks may contact [email protected] to request a

confidential meeting with a FEC or the Manager Field Education. FE staff are unable to

respond in therapeutic ways to student disclosures and students are encouraged to access

student counselling and careers counselling if this kind of intervention is required. Rather, FE

staff will work with students to ascertain their learning needs and suitability for placement in

particular areas.

The Allocation team will review your disclosable outcomes and you may be contacted to

provide further information. The Allocation team will advise the host organisation to

determine whether it will be a suitable placement.

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UniSA has a responsibility to disclose information to agencies that might affect their risk

assessment in taking students on placement. We will need to ask a student’s permission to

release information to the agency or to confirm that the student has disclosed this information

to the agency. If this permission is refused UniSA will not be able to place the student. In these

situations UniSA will explain the requirements very clearly and in writing to the student.

All students will need to take their National Police Certificate to the placement interview.

4.11 Child Safe Environments (CSE) - Reporting Child Abuse and Neglect Training

(Formerly known as Mandated Reporting of Child Abuse)

All students are required to complete Child Safe Environments Training prior to commencing

placement. Training will be provided by the School twice a year and in time for the upcoming

Field Education Study Period. Students will not be able to commence placement without this

training.

Students who do a placement in a DECD agency will also be required to complete Responding

to Abuse and Neglect (RAN) training in addition to the Child Safe Environments Training.

Students undertaking placement in a DECD agency will not be able to commence placement

without this training.

4.12 International Social Work Placements

To be eligible for membership of the AASW students are required to complete at least half

(500 hours) of their field placements within Australia. There are established international

placement opportunities in Field Education. If students wish to undertake an international

placement in international locations they must meet the eligibility requirements through the

UniSA International Office . Students who are interested in international placements must

discuss this with the Course Coordinator at least 7 months prior to their planned

commencement date. This is due to lengthy timelines for application to undertake a student

exchange and applications for financial assistance/grants/scholarships.

There are currently 4 countries where we have a formal relationship with learning institutions.

These are:

 India

 Canada

 Norway

 Sweden

It is not possible to undertake a field education exchange in any country other than those the

school has formal relationships with.

Students who wish to undertake placement overseas may be eligible for a University of South

Australia scholarship.

Further information can be found at the Field Education Information Site.

4.13 Interstate Placements

Students who wish to undertake a placement interstate, where possible, must enrol in the Field

Education programme in an interstate university. Cross-institutional enrolment enables

students to receive support from local universities which is required for field education.

Many cross-institutional applications have not been accepted so where the student has

demonstrated that this is not possible students need to request approval from the Manager,

21

Field Education to complete the application for an interstate placement by emailing psw-

[email protected]. If this is approved the student will need to;

 Source their own placement,

o with a social worker who is eligible for AASW accreditation and has at least 2

years post-qualifying experience (for social work students)

o with an educational qualification in a welfare or community work-related

discipline that is equivalent to or higher than BSS plus a minimum of at least

three years practical experience in a community services setting including at

least 2 years post-qualification experience (for social science students)

 Submit the Interstate Placement form (Field Education Information Site), subject to the

approval of the Manager Field Education

 Meet requirements for Child Safe Environments Training, DCSI clearances, SAPOL

National Police Record Check and any other requirements as determined by the Field

Education Team, and the state in which they will undertake placement, at the time.

 Complete the other UniSA pre-placement requirements including the course

‘Preparation for Field Placement’.

 Attend all tutorials by Skype or other electronic means.

 Complete any other requirements deemed necessary by the Manager, Field Education

4.14 Rural, Regional and Remote Placements

Students who wish to undertake a rural, regional or remote placement within South Australia

are encouraged to discuss this with a FEC. This should be organised through emailing PSW-

[email protected] in the first instance.

Financial incentives are sometimes available to encourage rural placements. Please see below:

University of South Australia Placement Grant

Department of Rural Health - http://www.unisa.edu.au/about/drh

ROUSTAH – Rural Scholarship - https://www.nrhsn.org.au/roustah/home/

4.15 Place of Work (POW) Placements

Generally, students do not undertake placements in their place of work or in settings where

they have had significant contact (as a volunteer or a client/user of services). This is in

accordance with the educational philosophy of the Field Education program and the

accreditation requirements of the AASW and ACWA. The Social Work and Social Science

programme aims to provide students with a generic base for social work and human service

practice. This is reflected in the Field Education program's aim to extend and diversify the

range of the student's experiences of social work/human services across different settings,

organisational structures, intervention approaches, client groups, social issues etc. Thus any

proposed placement must provide a new and challenging experience in these aspects.

Any student wishing to undertake placement as a paid worker needs to have University

approval finalised no later than two weeks prior to the commencement date for Field Education.

The student must not have been working at this place of employment for more than 2 months

when they commence placement. It is not acceptable to negotiate and start placement and then

elect to enter a different placement because it offers paid employment.

22

If a student is offered paid employment, from their placement agency, whilst they are on

placement, they must first consult with their tutor to identify any possible conflicts with their

continuation of placement. The request must then be made in writing through the ‘Place of

Work’ application process. If the POW placement is approved the student and field educator

will then be required to compete and sign the Place of Work Agreement which can be found at

Field Education Information Site. It is important for the agency to understand that Place

of Work and/or Paid Placements are not covered by University insurance.

The student must not have a prior personal relationship with the person appointed as Field

Educator.

All applications will be evaluated individually and approval granted to any student will not set

a precedent for other applications.

Further information and application forms can be found at Field Education Information Site.

4.16 Recognition of Prior Learning (RPL) for Social Work and Human Services

Recognition of prior learning (RPL) is the process whereby students provide evidence that they

have already achieved the learning associated with the first Field Education placement.

The AASW/ACWA acknowledges that life experience informs the student's participation in a

social work course, but does not replace the required course content. Only formal work

experience, tasks and duties in line with social work/human services roles, tasks and functions

will be considered when granting RPL, not life experience. The AASW/ACWA supports the

recognition of prior learning (RPL) only as a basis for application for credit in one (the first)

field education subject in a social work/human services program. Social work students wanting

to apply for RPL will also need to enrol and complete WELF 2009 Preparation for Field

Placement.

Decision-making principles

 In order to be granted RPL for field education the student must provide evidence that

they have met the practice standards and performance outcomes for the first placement.

 Only formal work experience, tasks, and duties in line with social work/human services

roles, tasks and functions will be considered when granting RPL for field education.

Assessment conditions for granting RPL includes:

 Currency of the work experience (with a minimum of three full-time equivalent years’

practice in a relevant context in the previous seven years of which at least one year of

full-time equivalent has been in the last three years)

 Practice in a relevant context, using social work/human services practice skills such as

assessment and counselling and methods such as case work or community work. The

minimum expectation for a ‘relevant context’ is that it includes an organisational

context and similar kinds of professional work experience that correspond to what

would be expected of a first placement student.

 Assessment at an interview with the Manager Field Education and at least one member

of the Field Education RPL committee to ascertain the student’s level of social work

knowledge and ability to translate theory to practice.

23

 Assessment of a portfolio developed by the student demonstrating how they meet the

practice standards and demonstrates the integration of theory and practice, social

work/human services ethics and values.

Assessment process for granting RPL

 The integration of theory and practice, social work ethics and values

 How their work experience meets the relevant AASW/ACWA practice standards to the

level required by completion of the first field education subject

 A qualified social worker (for social work students) or a human services worker with

qualifications in a welfare or community work-related discipline that is equivalent to

or higher than the BSS who can attest to its accuracy will provide external, independent

verification/reference as to the accuracy of student’s claims.

 How they have met the specific learning outcomes for the first field education subject.

 The student’s application will be assessed by a panel made up of the field education

Manager and at least one other member of the RPL field education committee.

On receipt of stage 1 of the application there are three possible outcomes:

 Approval granted to proceed to interview for Stage 2 of the process (you will also be

required to attend a compulsory Stage 2 Information Session); or

 Request for clarification of information be provided; or

 Approval not granted for further RPL consideration.

Interview

Students who have their Stage 1 application approved will be invited to an interview with two

members of the Field Education RPL committee. The interview will determine your eligibility

to proceed to Stage 2 of the application process.

On receipt of stage 2 of the application there are three possible outcomes:

 Grant approval for RPL; (The Placement Services & Support Team will arrange for a

credit application to be submitted); or

 Require major or minor revision to the portfolio; or

 Decline approval for RPL

*See the Field Education Information Site

for the complete application process.

Students who may be interested in applying for RPL are advised to consult the Field Education

Information Site in the first instance and then discuss their situation with the RPL liaison FEC

identified on the site.

Policy regarding subsequent placements

If RPL is granted, the following conditions apply for the second field placement. The meeting

of these conditions must be considered prior to the granting of RPL for first placement.

 The second placement must be undertaken in an Australian setting where the student

can gain extensive experience with human services agency clients and practice case

work, group work or community practice skills.

 The prime focus of the placement cannot be policy or research.

24

 On-site social work supervision (for social work students) is a requirement unless in a

remote setting where no other placement is available and high-quality external

supervision is provided (ASWEAS).

 The placement setting must be different to settings in the student’s work history and

any experience on which the RPL application was based.

Appeal process

The process for appeal is as follows:

 Any appeal by a student must be lodged within 10 business days of receipt of advice of

the RPL Committee’s decision;

 The grounds of appeal must relate to failure in process or oversight of particular

elements of portfolio material;

 Appeals must be in writing and sent to:

Manager Field Education – Social Work [email protected], using

‘RPL appeal’ as the subject.

The Manger, Field Education will review the appeal and advise:

That the original decision is upheld, or that the original decision not to award RPL is

overturned. In this instance the Manager can;

 Approve the application for RPL

 Approve a resubmission of the application, with specific modifications, to the RPL

Committee

e Manager will advise the student of the outcome in writing within 10 business days.

The student may appeal this decision as per University policy at:

http://i.unisa.edu.au/policies-and-procedures/university-policies/academic/a-13

4.17 Pre-placement

If a student has not met pre-placement requirements in time for the commencement of

placement they will be advised to withdraw prior to the census date.

The PSST sends initial emails and frequent reminders to students who are likely to be enrolling

for placement and after the enrolment date – to students who are enrolled.

Students who complete the requirements late are likely to be matched after everyone else.

4.18 Students are required to complete the following to start placement

 Monitor emails and follow up a placement matching email within three days

 Prepare for the matching interview with the agency

 Take a current curriculum vitae or résumé, DCSI and National Police Clearance

documentation, CSE certificate and RAN certificate (if appropriate) to the interview

 Email placement forms to [email protected]

 Advise the FE Team at psw-fiel[email protected] if they have not been

accepted by the agency

 If required, attend an interview with a FEC to discuss the reasons for not being accepted

by an agency.

25

SECTION 5: POLICIES RELATING TO FIELD PLACEMENT

5.1 Students with Disabilities

Professional placement can be a particularly challenging activity for students with disabilities

or those with other health/injury problems. Every reasonable effort is made to adapt the

learning experiences and/or assessment requirements of placements to meet the individual

needs of students with disabilities. Students with a disability or injury that may impact on their

participation in professional placement are encouraged to discuss their needs, preferably well

before the placement commencing, with the Disability Advisers at the Student Engagement

Unit and at an interview with a FEC. The objectives of such discussions are to:

 Clarify the nature and impact of the disability/health issue within the placement setting

 Consider the potential problems that might be encountered within the practice setting

(these are not always apparent in the first instance and hence discussion regarding this

may highlight some unexpected issues)

 Develop a plan of action that will best support the student and support a positive

relationship with the agency and field education staff.

Confidentiality regarding a student's disability is assured both by the University and under the

Disability and Discrimination Act 1992 (Commonwealth Government). Under this legislation,

students can discuss issues with a disability officer and this information must not be passed on

to the placement venue without the student’s consent. However, considered self-disclosure of

disability related issues has the potential benefit of enhanced student support and success.

Where a student has given written approval for information to be released to an agency the

FEC will discuss this with the agency. Where a student does not give approval for information

to be given to the agency the FEC will do one of the following:

 Assess that the placement process can continue without passing on this information

 Assess that the placement process cannot continue without passing on this information

and in conjunction with the Manager Field Education will determine if the matter needs

to be referred to the Program Director.

Students with injuries (including short-term) are encouraged to notify Field Education staff of

their injury to ensure the placement is structured and monitored appropriately. Attending to

this as early as possible will assist in supporting the student and maintaining strong

relationships with industrial partners.

5.2 Insurance

The student needs to arrange for the insurance form (FS23) to be filled in and signed by the

Field Teacher along with the Student Placement Agreement, and email this to psw-

[email protected] once the interview has occurred and the placement is confirmed

(please refer to the Field Education Information Site

for Students for the most recent form

version).

*Note: The form has many applications and confirms insurance for the host and

confirms to us that the host has their own insurances as well. That is why it is required

before the commencement of placement. Students who have arranged their own

26

placements without written permission may not be covered through the University’s

insurance.

The University of South Australia holds insurance coverage for:

 Personal accident

 Professional indemnity, and

 Public liability

If you have any further queries about these policies, please contact the Insurance Office on

(08) 8302 1678 or (ext. 21678) or visit:

http://w3.unisa.edu.au/fin/commercial_support/faqs/faq_student_insurance.asp

However, none of the policies cover damage to agency/organisational vehicles driven by

students on placements. Students’ personal cars are also not covered by the university’s

insurance policies.

The university discourages students from using their own vehicle while undertaking placement

duties. If a student uses his/her personal vehicle to undertake any duties associated with

placement this is done at his/her own risk, unless they successfully negotiate with the

placement provider for his/her vehicle to be noted on the placement provider’s insurance

policy.

 Students undertaking placement overseas will be covered by the University for Public

Liability, Professional Indemnity, Personal Accident and in most cases Travel

insurance (you will need to contact the Insurance Office to discuss your eligibility for

travel insurance). Details of coverage.

 The University provides Public Liability, Professional Indemnity and Personal

Accident insurance for students on placement interstate. Details of coverage. In some

cases students may also be covered under the University's travel insurance policy. You

will need to contact the Insurance Office to discuss your eligibility for travel insurance.

‘Place of work and paid placements’ placements are not covered by University insurance.

5.2.1 If an Incident Occurs

In the case of accident or injury, the student should contact the Field Education team in the first

instance. A Student Incident Report (FS24) (PDF 75 kb - download Adobe Acrobat) must then

be completed and a copy sent to the University’s Insurance Officer. The organisation will also

need to send a copy of their organisational incident report or any other paperwork related to

the incident as soon as possible to the University’s Insurance Officer.

5.2.2 Students Extending their Placement

As long as the School and the host both agree to the extension under the same conditions, an

amended form will not be required. However, it is advisable to have the extension confirmed

in writing (email) and placed in the student’s file and this way if an incident occurs the host

cannot deny liability.

27

If a placement goes beyond 20 weeks, the insurance office will need to be notified as this is the

maximum insurable period. Further insurance will need to be sought by the insurance office

with the insurers.

5.2.3 Insurance Claims

Any enrolled student who is injured while participating in an approved University related

activity is provided with Personal Accident insurance through the University. This insurance

also provides cover while travelling directly to and from these activities and is designed to

cover death, disablement or loss of income following an accident. Limited cover is provided

for medical and emergency transport expenses, but does not apply to any part of an expense

that is wholly or partially claimable through Medicare.

Injured Students should be directed to seek appropriate medical care in a public hospital (unless

they hold their own private hospital cover).

 International students claim against their OSHC insurance in the first instance.

 This is a reimbursement policy. Students are responsible for payment of all medical

accounts.

 An Incident Report should be completed and submitted to the Insurance Office as soon

as possible following any incident that may give rise to a claim.

 The policy excess for Student Personal Accident insurance is $50. The University is

not responsible for any expenses incurred by the student that are not recoverable from

insurance including expenses that result from illness/sickness.

5.2.4 Place of Work/ Paid Placement

Students who are completing a place of work or paid placement are not covered by the

University’s insurance policy. Insurance cover must be provided by the employer.

5.3 Work Health, Safety and Welfare

Students on placement have the same obligations as an employee to ensure that they do not

place themselves, a workmate, or a member of the public at risk of injury. A safety induction

must occur when students commence placements at any host organisation and should include:

 Explanation (and provision) of the health and safety policy

 An introduction to key people in the organisation, including their roles and

responsibilities, such as your health and safety representative (HSR), first aid officer

and union delegate

 Instruction and training on hazards and risks specific to your job and safe work

procedures

 Training in the safe use and storage of personal protective equipment (PPE) and the

storage of hazardous substances and material (if applicable)

 Procedures for reporting a hazard or an incident, such as what forms to complete, where

to find them and who to give them to.



Complete introductory module – Undertaking a Safe Student Placement

 Students must adhere to their organisational policies relating to Health, Safety and

Welfare.

28

5.3.1 Number of hours for placement and other employment

The AASW’s Australian Social Work Education and Accreditation Standards (ASWEAS)

require the university to “ensure that policies and processes are in place to meet duty of care,

risk management and occupational health and safety requirements for students undertaking field

education.” This includes:

a) recommending a maximum number of hours of placement and travel to be undertaken

in one day

b) recommending a maximum number of paid hours and placement hours to be undertaken

in a week (ASWEAS 2012, guideline 1.2)

Social work and human services students are required to behave professionally and are often

in positions of significant responsibility. Whilst the university and the host organisation both

have a duty of care to the student and those they come in contact with, the student also has a

responsibility to exercise self-awareness and self-care with regard to occupational health and

safety. Thus, students must ensure that they do not put themselves, clients, colleagues or any

others at risk through fatigue, overwork or exhaustion.

Hence, the following policy points must be adhered to:

1) A maximum of 11 hours placement and travel daily

2) A maximum of 8 hours (including a 30 minute lunch break) placement daily

3) A maximum of 37.5 hours (not including lunch breaks) placement per week

4) If undertaking other employment concurrently with placement the combined total hours

worked per week must not exceed 48 hours, for example:

 If you are at placement for the minimum of 3 days per week (22.5 hours) you

may not exceed 25.5 hours of other employment

 If you are at placement for 4 days per week (30 hours) you may not exceed 18

hours of other employment

 If you are at placement for the maximum of 5 days per week (37.5 hours) you

may not exceed 10.5 hours of other employment

*Points 1-3 may on occasion be exceeded for significant learning opportunities, eg. the

organisation may participate in an expo on a weekend which increases the hours worked that

week by 5 hours.

5.4 Ethics approval

Where students on placement need to apply for ethics approval for work done for their

placement agency it must be applied for through that agency as that is the agency responsible

for the work.

SECTION 6: TUTORIALS AND ASSESSMENT

6.1 Field Education Tutorials

The principal purpose of tutorials is to consolidate, (1) the integration of theory and practice

which should be occurring in the field placement, and (2) develop the reflexive habit. Tutorials

provide opportunities through discussion and structured exercises, for students to relate

29

practical experience to theoretical constructs. The tutors support students to work through the

field education learning process.

Tutorial content has been designed to coincide as closely as possible with assessment stages in

the placements.

Non-attendance at tutorials will place students at risk of failing the course. All nonattendance

must be discussed with the tutor. It is required that you attend tutorials at the beginning of the

study period, regardless of whether you have commenced placement. You are required to

attend all scheduled tutorials until the end even if you have completed your placement. A

maximum of 14 hours (BSW and MMSK) of time spent at Field Education tutorials is counted

as placement time.

6.1.1 Social Work Programs

Field Education has seven 2 hour fortnightly tutorials included as a required component for

successful completion of the course. They are scheduled for 2 hours as a result of feedback

from both students and tutors about the significance of the group contact and discussion to the

consolidation of learning.

6.1.2 Social Sciences Programs

Field Placement A and B have regular scheduled tutorials included as a required component

for successful completion of the course. The scheduling of these tutorials varies between

courses.

6.1.3 External supervision for social work

External supervision is provided by external field educators (EFE) who are social workers with

at least 5 years post graduate experience. The EFE is contracted by the University to supervise

students who are placed in an agency where there are no social workers employed to provide

supervision. External supervision is compulsory and a failure to attend will place the student

at risk of failing. This is due to the AASW requirement that social work students receive

supervision by a qualified social worker with at least 5 years post graduate experience.

6.1.4 Travel time to Tutorials

Travel time to and from tutorials, placement or training days is NOT counted as placement

hours (AASW). Students who need to travel over one hour from placement to Magill Campus

for tutorials should contact their FEC to discuss the possibility of attending an online tutorial.

6.1.5 Extra hours

Hours from one placement don’t carry over to the next placement.

6.1.6 How is Learning Monitored?

Student progress is monitored through assessment tasks, participation in tutorials, field

educator assessment, tutor assessment and EFE assessment if relevant. Students who are at risk

of failing are supported and a plan developed to meet their learning needs. Additional meetings

and ongoing review may be arranged if field educators or university staff are concerned about

a student’s progress or behaviour. Students who have experienced placement break-downs or

30

fails may also be required to complete more frequent formal reviews of their work and enter

into a formal contract to monitor their progress.

Concerns related to the student’s academic or practice performance should be addressed and

communicated to the tutor as soon as they are identified. In the first instance the field educator

and student will attempt to develop a plan of action. If no agreement on a suitable plan can be

reached between the student and their field educator then the tutor will liaise between the

parties and facilitate a course of action to address the presenting issues.

6.1.7 Assessment

6.1.7.1 Purpose of Assessment

Field placement aims to ensure that students achieve the learning outcomes based on the

AASW Practice Standards /ACWA Practice Guidelines. The purpose of assessment is to:

Provide a mechanism for students to demonstrate their learning and achievement of Practice

Standards

Provide constructive feedback to the student to facilitate learning

Assist field educators and tutors in providing additional or remedial assistance to students

experiencing difficulties

Ensure that students have achieved mastery of essential skills and competencies required of

entry level workers.

6.1.7.3 Information Regarding Assessment

If students have a University Access Plan related to a disability or medical condition, the field

educator/s and tutor will discuss any variation or modification required, as relevant

Failure to complete assessments by the due date may result in a fail grade or placement

termination

All field education documents are on the learnonline site

All evidence submitted must be an account of a student’s own work

All assessment pieces must include student name and student Id.

The University’s policy on plagiarism and academic integrity must be carefully considered. It

is important that students acknowledge all sources, including agency material that is used in

written work. Students need to include a reference list in assignments if they draw on any other

sources

Students must ensure that there is no identifying information about clients in any written work

Students must demonstrate achievement of every Practice Standard

Students will be asked to re-submit written assignments if they do not sufficiently demonstrate

the learning outcomes or provide a reflection on their learning

6.1.7.4 Time spent on assignments at placements

The AASW/ACWA guidelines allow for students to work on field education assignments

whilst on placement. It is recommended that on average students allocate half to one hour per

day for reflection and to work on assessment tasks, this should be negotiated with the field

educator and not interfere with learning opportunities. Any time spent on placement-related

activities at home (or any venue other than the agency) must have PRIOR approval from your

tutor, in the first instance, and then approved by your field educator/s (e.g. students on school

placements might undertake projects during the school holidays). As a general rule this will

not be allowed due to OHS concerns. It is not possible to choose to spend this allocated

reflective time at home, nor to accumulate the hours and take time off placement. Students are

31

expected to attend placement consistently and it is thus not possible to miss placement days to

work on university assignments. If students are struggling to negotiate time to work on

placement assignments they should contact their tutor.

6.1.7.5 Assessment tasks

Practice standards and assessment

The AASW Practice Standards and ACWA Practice Guidelines

have been used, and in some instances adapted, to develop the Practice Standards/Guidelines,

Learning Outcomes and Assessment Criteria in this document. To pass Field Education each

of the practice standards/guidelines need to be met at the required level.

Written assignments must confirm that you have not included any information that may

identify clients.

6.1.7.6 Assessment responsibilities and timeline

A summary of responsibilities is outlined in the table below:

Field Education Assessment Responsibilities & Timeline

Social Work (SW) and Social Science (SS)

Confirming that you have not included any identifying information

This requires changing names and dates of birth in client records. If using

an agency document, for example an assessment report or court report,

copy work onto a new file/page and remove all identifying information,

including all names, addresses and file numbers. Please do not leave blanks

where names have been taken out. You can make up names for clients.

Students who disclose privileged information in relation to clients and the

agency are in breach of the Privacy Act (2000) and may be subject to legal

processes.

Any serious breach will result in an automatic fail for the topic.

32

By 75 hours

(about 10 days)

Student develops a draft Learning Plan in

consultation with field educator and

submits it via email to their tutor.

Students negotiate their supervision

schedule and time for working on field

education assignments during placement

time with their field educator and record

this in the Learning Plan.

Student arranged early placement contact

completed.

Student schedules a Mid-Placement

Assessment meeting date with their field

educator and tutor to take place

approximately at 250 hours.

approximately:

SW - 200 hours

SS - 100 hours

Student prepares draft Mid-Placement

Assessment report comments and seeks

written feedback from field educator.

Student submits the report to tutor, with

half of the portfolio pieces, five working

days prior to the Mid-Placement

Assessment meeting.

Around:

SW- 250 hours

SS - 140 hours

Mid Placement Assessment meeting is

held. This meeting is facilitated by the

student. The student addresses progress,

thus far, of achievement of all practice

standards. Students must prepare with

notes to lead their discussion. The field

educator, tutor and student participate in

the meeting.

From the student’s presentation and

discussion the tutor recommends a Mid

Placement Assessment level for each

Practice Standard.

If a student receives a ‘Not Competent’

rating for first placement or ‘Not

Competent – Developing Competence’ for

final placement at a mid-placement

assessment meeting specific actions must

be identified

that address where students need to

improve and task they will

undertake to demonstrate

required competency. This may include a

formal written Placement Contract

33

depending on the issues. It is

recommended that students take notes of

feedback during this meeting.

By:

SW- 500 hours

SS - 280 hours

The Field Educator contributes to the End

of Placement Assessment Report, which is

discussed with the student.

The Field Educator comments on whether

the practice standards have been met or

not. Student writes their comments in the

relevant section.

Students arrange an end of placement

meeting with tutor on campus.

Within 2 weeks

after end of

placement

Student submits remaining written

assignments to tutor and submits time

sheets and End of Placement Assessment

report to tutor. Time sheets must be signed

by the agency field educator. End of

placement meeting with tutor takes place.

Student receives feedback and is provided

with an opportunity to debrief. If there are

any further areas for improvement or

completion before a final grade is recorded

this is discussed

After end of

placement

meeting

End of Placement Assessment report and

time sheets are signed off and student’s

placement grade is finalised.

The tutor has the responsibility to

recommend the final assessment levels and

grade.

Whilst all those involved in the field placement have a contribution to make to the assessment

process, it is the specific responsibility of the tutor to recommend a pass or fail grade to the

course coordinator.

6.1.5.7 Extensions

If a student cannot meet an assessment timeline they must contact their tutor to request an

extension. If an extension greater than 6 weeks from the end of placement is sought a written

application to the tutor and course coordinator must be made stating the grounds for the

extension request. Where an extension request is not made or approved within six weeks of

the end of placement a non-graded fail may be entered as a course result.

6.1.5.8 Expectations of Student Performance

34

The UniSA Social Work and Social Science (Human Services) program aims to develop

generalist rather than specialist practitioners, it places an emphasis on preparing students to

function effectively in a range of settings. Students will be expected to demonstrate a growth

in knowledge, understanding, skill and professional practice over the duration of two

placements. By the end of the final placement, students should be demonstrably capable of

working at the level of a newly qualifying practitioner.

Whilst students will vary in their individual capacities, there is a general expectation of a

different level of performance between first and final placements:

In the first placement it is likely that students are allocated less complex or challenging learning

tasks. They may need continued guidance and support to achieve learning goals and are not

expected to be significantly self-directed. Students are expected to demonstrate beginning skills

in their practice and achieve a rating of ‘Beginning Competence’ for each Practice

Standard/Guideline. Students will not be awarded more than ‘Beginning Competence’ for the

first placement.

In the second/ final placement students are expected to build on the experience they have gained

and expand and deepen their skills and knowledge. Students should be able to handle more

complex and demanding tasks, and operate with initiative and independence and must achieve

a rating of ‘Competent’ for each Practice Standard/Guideline.

6.1.5.9 Rating scales

The tutor will base their recommendation for a pass or fail, in part, by assessing student

performance with the rating system below. The allocation of levels takes account of the

differing expectations for the first and second/final placement.

RATING LEVEL DESCRIPTION

Not

assessable

NA The work has either not been

undertaken, or the Field Educator/s

has not had an opportunity to

assess capability in this area.

35

Not

competent

NC Performance not at basic level

expected. Poor understanding of

requirements. Practice unsafe or

inappropriate. Knowledge or skills

undeveloped. Little application to

learning.

Developing

competence

DC Performance not yet competent for

level of placement. Some

requirements understood. Further

work and or practice needed to

demonstrate the required level of

competence. Limited ability to;

integrate knowledge and theory

into practice; to articulate progress

against the practice standard; to

engage in critical reflexivity and to

exhibit ethical fluency.

Beginning

competence

BC -

Minimum

required

level for

end of

first

placement

Performance at beginning level

expected in this setting.

Requirements understood. Practice

is competent under guidance and

supervision. Some ability to;

integrate knowledge and theory

into practice; to articulate progress

against the practice standard; to

engage in critical reflexivity and to

exhibit ethical fluency.

Students are required to complete the following to pass placement

 Attend all Action Learning Sets/tutorials or do the make-up work

 Complete and pass all assessment as stated in the Course Outline

 Complete a Placement Contract if their performance is assessed as being at risk of not

meeting the Practice Standards/Guidelines

 Complete all written work within two weeks of the completion of placement or as

negotiated with their FEC/FET

SECTION 7: RESOLVING DIFFICULTIES DURING A FIELD

PLACEMENT

7.1 Steps to resolve difficulties

It is recognised that difficulties may be experienced by a student on placement or by the field

educator. It is important that all concerns are responded to in a timely manner and principles

of natural justice and procedural fairness apply. Where possible, placement difficulties will be

36

addressed by using the steps below to ensure the placement continues and the student has the

opportunity to pass their placement.

It is important to note that:

Some issues may also be dealt with through an agency’s policies, grievance and complaint

processes (e.g. harassment and discrimination, breach of confidentiality or privacy) and be

considered within broader University policies and guidelines and

the AASW/ ACWA Code of Ethics

Students are on placement at the invitation of the agency and, depending on the issue, agency

and circumstances the agency may decide to terminate a placement immediately.

STEP 1: Discussion of difficulties

If either the student or field educator identifies an issue or concern then this should ideally be

discussed directly between the student and the field educator. The discussion should happen as

soon as possible after the issue or concern has been raised. If possible the problem should be

resolved between the student and field educator and strategies developed to address the issue.

The tutor should be advised and kept informed of the situation. If either party does not feel able

to address the issue with the other, the tutor should be contacted immediately.

The field educator or student may choose to consult with the tutor to identify and discuss

possible solutions to the issue.

STEP 2: Student, field educator and the tutor meet

If the problem cannot be resolved at this level a meeting should be arranged with the tutor,

student and field educator as soon as possible. This meeting can be called by the student, field

educator or tutor. The tutor should be advised in writing about the issues including details such

as what, when, why, where and who.

The tutor will chair a meeting to discuss the issues, ensure that the student and field educator

has the opportunity to provide their perspective, and try to resolve concerns. The tutor may

meet with the student or agency independently prior to this meeting to clarify and gather

information about the issues before the meeting.

A range of outcomes may be determined as result of the meeting (see 7.2 below) depending on

the nature of the problem. The outcomes of the meeting should be documented, including

strategies to address issues and review dates.

STEP 3. The situation is monitored and reviewed

Depending on the issue a follow up meeting(s) should be held between the student and field

educator and/or the tutor to monitor the situation and support the placement to stay on track.

The outcome of meetings should be documented and further action and or strategies actioned

if required. If further issues are identified prior to the review date a meeting of the parties will

be called as soon as possible. In some circumstances the placement will be terminated (see

section 8).

7.2 Outcomes from the resolution process

Outcomes may include but are not limited to:

Written clarification of expectations and changes to the student’s Learning Plan or supervision

arrangements

37

The student being provided with additional information and guidance about agency or

university policies

The student being required to attend more frequent supervision

The student being given a formal warning

The student being asked to sign a Placement Contract (see section below) that specifies agreed

actions to be followed to address concerns

Discussion with the field educator about a change of field educator, adjusting their supervision

style to accommodate the student’s needs and/or revising placement tasks

Termination of the placement at the request of the agency, university or student.

Students must not withdraw from placements without first talking to their tutor. Failure to

comply with this requirement could result in a fail grade.

7.3 Formal warnings and Placement contracts

A formal warning and/or Placement Contract may be required for the following reasons:

 If a student is identified as being at risk of not meeting the Practice Standards

 If a student undertakes a subsequent placement following a placement breakdown,

termination or fail.

A Placement Contract will identify specific tasks or behaviours to provide the student with a

learning opportunity to attain the required assessment levels to pass their placement.

7.4 Harassment and discrimination

Student grievances against agency staff should be dealt with through an agency’s policies and

processes. Students should inform their field educator and/or tutor if they are experiencing

discrimination or harassment. To understand their rights and options students can obtain advice

about discrimination and harassment from the following:

University of South Australia Students Complaints Resolution

http://w3.unisa.edu.au/policies/policies/corporate/C17.4_Student_complaints_resolution.pdf

The SA Equal Opportunity Commission: http://www.eoc.sa.gov.au/

The Human Rights and Equal Opportunity Commission: http://www.humanrights.gov.au/

If the student is alleged to have harassed another student or agency staff member their

behaviour will be dealt with through the agency policies and procedures and/or university

policies and procedures. The student should contact their tutor as soon as they are aware of the

complaint.

SECTION 8: PLACEMENT BREAKDOWN TERMINATION AND FAIL

There are various circumstances why a placement may breakdown and be terminated.

Depending on the circumstances, students may be withdrawn from the placement by the tutor

and provided with another placement or they may be required to demonstrate their fitness for

placement before another placement is organised or they may be failed in the subject.

8.1 Placement Breakdown

Placement breakdown is the term used to describe the termination or premature ending of

placement. Placements end prematurely for a number of reasons. These include:

38

Unexpected or unanticipated organisational change

Supervisor leaving the organisation or taking on another role within the organisation

unexpectedly

Student illness or inability to continue with the placement

Student misconduct including unprofessional practice

Subsequent action to address placement breakdown will depend upon the reason for the

breakdown or termination.

Where a student leaves placement because of a personal issue of some nature the university

will help them review the challenges they had in that placement before they are assessed for a

second placement.

8.2 Failing Students

Students going out into placement are often concerned with failing. Although this is not a

regular occurrence, just as with university-based courses, some students do fail field education.

Failure can occur because of a number of reasons including; unprofessional conduct on

placement, misconduct, failure to attend placement for extended periods, practice that is not

competent and failure to meet practice standards/guidelines or failure to demonstrate through

written material students’ learning on placement.

Where termination is due to concerns about conduct a student may fail their placement, be

required to prove their fitness for placement and/or agree to enter into a Placement Contract

(see appendix 2) before a second placement is organised.

8.3 Student initiated placement termination

Students must not withdraw from placements without first talking to their tutor and following

the steps outlined in section 7. Failure to comply with this requirement could result in a fail

grade.

8.4 Agency and/or university initiated placement termination

Termination of placement may occur for the following reasons:

The agency must terminate due to changes in their capacity, availability or other operational

reasons not associated with the student.

The agency and / or the Course Coordinator/Manager Field Education terminate the placement

as a result of the student’s behaviour/poor practice.

The student is consistently unable to perform satisfactorily.

The student performs in a manner detrimental to the professional experience of other students

The student breaches the legal, ethical or professional codes of the organisation providing

the placement, the AASW or ACWA

The student demonstrates gross negligence in the performance of an assigned duty

The student behaves in a manner deemed to constitute misconduct or gross misconduct.

Where a student’s placement is terminated for reasons related to the agencies inability to

continue the placement, the student will not be deemed to have failed. The student will be

assisted to find an alternative placement to enable them to complete the topic.

8.5 Credit procedures for placements terminated prematurely

When a student cannot complete their full 500 hours they may be eligible to receive partial

credit for placement days completed. The AASW stipulates that no placement can be less than

39

280 hours. Credit is not automatically granted and depends on the reason for termination, Field

Educator feedback, the number of days completed and whether students have submitted written

assessment tasks by the due date and to a pass level.

The student’s tutor will assess the written evidence and any other feedback from the field

educator, before recommending an outcome to the course coordinator. In situations where a

fail is the final r e s u l t no hours will be credited.

8.6 Implication of termination on student enrolment status and grades

The implication of a placement termination on a student’s enrolment status and grade can be

complex and depends on the reasons for termination.

The outcome of a placement termination may be a withdrawn, withdrawn fail, fail or

incomplete grade.

If the census date has passed and the student is unable to continue studying because of special

circumstances (i.e. medical, family/personal) students can apply for an amendment to

enrolment and have corresponding fees accordingly amended, please see this weblink for an

application form.

8.7 Student Appeal process

If a student’s placement is terminated and they are awarded a fail grade the Manager Field

Education and/or Course Coordinator will offer to meet with them prior to the fail grade being

finalised. The student may appeal the decision. The appeals process is described in the Students

Complaints Resolution.

8.8 Information provided to an agency following a placement termination

If a placement has been terminated and the student is provided with a second placement to

enable them to complete the course the FEC will ask the student to provide written permission

to release relevant information to the new agency.

The following information from the previous placement may be provided to the new field

educator:

Agency name

Days completed

Nature of the practice

Learning outcomes achieved

Learning outcomes not attempted

Learning outcomes attempted and not achieved, and

Where appropriate the reasons why outcomes where not achieved

Where a student does not give approval for information to be given to the agency the FEC/FET

will do one of the following;

Assess that the placement process can continue without passing on this information

Assess that the placement process cannot continue without passing on this information and in

conjunction with the Manager Field Education will determine if the matter needs to be referred

to the Program Director.

40

SECTION 9: OTHER POLICIES RELATING TO FIELD PLACEMENT

9.1 Attendance requirements

 Social work students m u s t attend placement 3-5 days per week, social science students

must attend 2-3 days per week. Students are expected to attend placement consistently

and it is not permitted to miss placement days to work on university assignments.

 Social work students must undertake a minimum of 3 days per week (22.5 hours) and,

along with social science students, may not work more than 5 days per week (38 hours),

nor more than 7.5 hours per day. This is in line with current industrial relations

legislation and policy. Students may occasionally work after hours on an as needed and

exceptional basis. Tutor approval must be obtained prior to this taking place.

 Students are required to keep a time sheet which must be signed weekly by their Field

Educator and submit this to their tutor (to be jointly signed) at the end of placement.

 The following counts as part of placement hours:

 All placement-related activities at the agency and other relevant organisations (not

training attended prior to placement) – if you are unsure please check with your tutor

 Attendance at tutorials (up to 14 hours can be claimed as part of placement)

 Attendance at external supervision (and one way travel)

 Overnight stays due to attendance at school or youth camps are counted as 12 hours per

day.

 Shift work may only be undertaken with the supervision of an appropriate field educator

and prior approval from the tutor.

 Passive shifts do not count as placement hours.

 Work from home or university during school holidays (for students undertaking a

school placement where the school closes during school holidays) must be approved by

the ‘Schools FEC’ and negotiated with your field educator and tutor. All parties must

agree for this to go ahead.

The following do not count as part of your placement hours:

 Lunch breaks

 Sick leave

 Travelling between placement and home

 Child Safe Environments training

 Activities related to other courses

 Time spent volunteering in other human service agencies

 Time spent on University studies and activities not directly related to field placement

 Any hours over the 280 (SS) or 500 (SW) the student undertakes on placement do not

carry over to the next placement.

9.2 Sick leave arrangements

If a student falls sick on placement they must:

 Comply with agency procedures on providing medical certificates

 Notify their agency field educator immediately of absence through illness or caring

responsibility

41

 Contact the tutor and provide a medical certificate if absent for more than 3 placement

days

 Students are required to make up time lost due to sickness or other reasons.

9.3 Supervision on placement

Students are supervised by qualified social workers with at least two years full time practice

experience. A minimum of 1½ hours professional social work supervision (including formal

and informal) should be provided for each five days of placement. Fifty per cent of field

educator supervision may be done as group supervision.

Where a host organisation does not have a qualified social worker on site, the university will

employ an external field educator who is social work qualified. In this situation the student will

have two field educators; an external field educator, who provides formal supervision, and an

agency field educator who will provide the day to day supervision and allocation of learning

tasks and activities.

9.4 Placement Fares and Expenses

Students are responsible for their own fares in getting to and from their field placement. Agreed

expenses arising from work allocated to a student, including fees to attend a seminar or

conference, and fares for home visiting or petrol expenses are usually provided by the agency.

Most agencies will have a policy allowing students to use the agency vehicles for client and

agency work related learning tasks.

9.5 Assessment Policies and Procedures

Assessment Policies and Procedures manual

Refer to section five of this manual.

9.6 Professional Conduct

Students on placement are required to conduct themselves in a professional manner in regard

to appearance, dress-code, conduct and interpersonal interactions appropriate for the

profession. It is the student’s responsibility to understand and comply with the agency’s

protocols and university expectations for a professional work-based placement.

9.7 Student Fitness for Placement

The University provides guidelines for students on fitness for placement (see section 4 of the

University of South Australia Assessment Policies and Procedures Manual). These guidelines

and requirements are intended to address unsafe, unprofessional or unsatisfactory student

performance in placement or concern about a student’s readiness to undertake placement. This

includes situations where there is a breach of professional conduct that may result in harm to

other students, professionals and/or to clients. Where unsatisfactory conduct occurs, students

may be withdrawn from placement and a fail grade recorded.

A student who cannot demonstrate fitness to undertake the placement or who refuses to

undertake a required check or make a self-declaration may be refused placement.

Where there is a pre-existing medical or other condition such that the ability to practice may

be impaired, the student will discuss the issues with the tutor so that where possible reasonable

accommodations, an access plan or a modified placement that will meet the learning outcomes

of the topic can be arranged. This must be within the terms of the Policy on Students with

42

Disabilities, the requirements of the AASW and ACWA. The student may wish to discuss the

issues with a Disability Services Advisor in the first instance.

SECTION 10: RELEVANT GOVERNMENT LEGISLATION AND

ACWA, AASW AND UNISA POLICIES

Policies and procedures relevant to Field Education need to be viewed within the broader

context of relevant policies and legislation, including state government, tertiary education,

University of South Australia and the School of Psychology, Social Work and Social Policy,

the Australian Association of Social Workers and the Australian Community Workers

Association. The policy context includes the following:

State Government policies:

Privacy Act (2000) – Students who disclose privileged information in relation to clients and

agencies may breach the Act. This may lead to topic failure. See:

http://www.privacy.gov.au/law/act

The SA Equal Opportunity Commission (http://www.eoc.sa.gov.au/) and the Human Rights

and Equal Opportunity Commission (http://www.humanrights.gov.au/) are state and federal

bodies underpinning student rights and obligations, including while on placement.

Children’s Protection Act 1993 requires social workers and students to be aware of their

obligations as mandated notifiers. See the policies at:

http://www.families.sa.gov.au/pages/protectingchildren/mandatorynotification

AASW

http://www.aasw.asn.au/publications/forms- resources

http://www.aasw.asn.au/publications/ethics-and-standards

ACWA

http://www.acwa.org.au/resources/ethics-and-standards

http://www.acwa.org.au/course-accreditation/policies

UniSA

http://i.unisa.edu.au/policies-and-procedures/codes/assessment-policies/

http://i.unisa.edu.au/policies-and-procedures/codes/students/

SECTION 11: FREQUENTLY ASKED QUESTIONS

1) Does travel to tutorials count as placement hours?

-No

2) Can I count tutorial hours?

-Yes, up to a maximum of 14 hours for tutorials attended

3) Can I count driving time to and from external supervision?

-Only if you are coming from or going to placement

4) How much time can I have to work on my portfolio at placement?

-It is recommended that on average students allocate half to one hour per day for

reflection and to work on assessment tasks, this should be negotiated with the field

educator and not interfere with learning opportunities.

5) Can I work on my portfolio at home and count it as placement hours?

-No

6) What happens if I work through lunch?

-You need to claim at least 30 minutes

7) How do I count hours worked during school holidays?

- Contact Robby Drake to discuss and then communicate arrangements with your tutor

8) How many references do I need to use for each portfolio item?

-Refer to “Assessment 3 – Portfolio” on the website

9) Can I make up a tutorial presentation in another tutorial

-No, you need to attend an additional scheduled time

SECTION 12: GLOSSARY OF TERMS

AASW Policy on Field Education

The Australian Association of Social Workers (AASW) is the national association for social

workers. As part of its role it reviews courses provided by Social Work schools/departments to

ensure compliance with national guidelines for social work education. The requirements for

field education are outlined in the Australian Social Work Education and Accreditation

Standards (2012). http://www.aasw.asn.au/publications/forms-resources

Early placement contact meeting

A telephone/skype meeting between the student, Field Educator and tutor to discuss the

Learning Plan and any other relevant issues or concerns.

End of Placement Assessment

Students submit their end of placement work, time sheets and a copy of their field educator’s

report to their allocated tutor. Within 5 days of completing the placement students meet with

their tutor for consultation and feedback.

External field educator (EFE)

A person employed by the university to provide professional social work student supervision

while on placement. An external supervisor is usually employed when the agency does not

have an AASW accredited field educator on site.

Field education

Placements, field work, work-based learning, and practicum are all terms for the student’s

learning process in off-campus, agency located placements.

Field Education Coordinator (FEC)

Field Education Coordinators are permanent staff employed to work with students and agencies

to negotiate learning opportunities, assist and assess student learning, provide seminars and

support for students and field educators, oversee various portfolios and support tutors and

EFEs.

Field educators

Field educators address the teaching and learning aspects of field placements. Their role is to

assist the student to align theory with practice. Field educators are often qualified social

workers and eligible for full membership of the AASW with a minimum of two years’ fulltime

practice experience or part time equivalent. They demonstrate a commitment to continuing

professional education and interest in developing social work knowledge and skills.

Learning Areas and Outcomes

The Learning Outcomes are based on the AASW practice Standards

Learning Plan and Assessment Report

The Learning Plan and assessment report records the student’s and field educator’s plans for

learning and progress throughout the placement.

Mid Placement Assessment Meeting

Half way into the placement students, field educator/s and the tutor meet to review and assess

the student’s learning. The student is required to provide written evidence of their learning to

the field educator/s and tutor five days prior to their placement meeting.

Tutor

Tutors facilitate tutorials, assess student progress, recommend a final grade and support

students to achieve the required learning outcomes.

Tutorials

While on placement students are required to attend and participate in Action Learning Sets that

aim to integrate theory and practice and to provide a forum for mutual support. Students whose

placement is over one hours drive to the university may participate in online tutorials.

REFERENCES

Australian Association of Social Workers (AASW) 2012, Australian Social Work Education

and Accreditation Standards, Canberra ACT, http://www.aasw.asn.au/document/item/100

Australian Community Workers Association (ACWA), ACWA fieldwork placement

requirements – diploma and higher education level courses, Melbourne Victoria,

http://www.acwa.org.au/course-accreditation/Pdfs/Current%20requirements/ACWA-

fieldwork-placement-requirements-diploma-and-higher-education-level-courses-April-

2014_V1.pdf

Flinders University 2003, Working to Learn: Practicum Preparation Online, A Teacher’s

Guide, Version 1.01, Staff Development and Training Unit.

Flinders University 2009, School of Education Professional Experience Handbook, Fifth

edition, Professional Experience Office, Flinders University, South Australia.

Standing Committee of Social Welfare Administrators and Australian Association for Social

Work and Welfare Education 1990, Education and training for public welfare practice,

Adelaide SA.

University of Sydney 2011, Bachelor of Social Work Field Education Handbook, Social Work

and Policy Studies, Faculty of Education and Social Work, Sydney NSW.

Webber, R. 1998, Project Report to Committee for University Teaching and Staff

Development: ‘Having a Field Day’, An exploration of fieldwork training in youth studies

courses, Australian Catholic University, Christ Campus, Victoria

APPENDIX 1

Placement Contract Form and Placement Termination Report

PLACEMENT CONTRACT

Student

Tutor

External supervisor (if relevant)

Field Educator

Agency

Reason for placement contract

Action Plan

Comments

Review date

Date and signatures

Student

Tutor

Field Educator

PLACEMENT TERMINATION REPORT

Reason for termination of placement – if there is disagreement list the views of all

parties

Assessment by Field Education Coordinator/Tutor

Identify which Practice Standards have not been met

Decision by termination review committee (Field Education Coordinator/Tutor, Course

Coordinator and Manager Field Education)

 Fail

 Continue in subject with a second placement

Date and signatures

Termination Review Committee Representative

Student

Date